Training for theGeorgia Performance StandardsDay 5 & 6:Teaching Strategies for the Performance Based Classroom

Getting AcquaintedMarlo MongSocial Studies Program Specialist1754 Twin Towers EastAtlanta, Georgia 30334Office phone: 404-463-5024Email: mmong@doe.k12.ga.us

Our AgendaIn the next two days, we will cover:Content IntegrationThis will be sprinkled throughout these next two days!The Precision ReviewUsing the Social Studies FrameworksThe Importance of Unit OneMaking Sense of the ContentFoundations of DemocracyUsing History to Teach GeographyUnderstanding Elementary EconomicsReading in the Content AreaDifferentiation and Response to Intervention

HousekeepingWe will let you eat lunch. We promise.If you must answer personal phone calls, please do so out of the training room.Generally, we will take a break during group activities to maximize our time together.ASK QUESTIONS! ASK QUESTIONS! ASK QUESTIONS!

Professional Learning Units (PLUs)Local systems award PLUsMUST bring form to sign FROM SYSTEMDOE does not provide PLU formsTrainer will ONLY sign forms at end of day If you need to leave early for any reason, trainer will only sign for time you were actually in trainingCANNOT sign forms retroactively

Teaching the SS GPS How is it going? What are your needs now that your are fully implementing the GPS in all subject areas? What do you need from the DOE?At your tables, discuss these three questions. Try to think of at least one positive story, question, or idea that has come from your redelivery experience(s).

IntegrationisEVERYWHERE!

Using Primary SourcesFind a partner or 2 (no more than 3 to a group). Then, pick 1 of the pictures on your table.Look at your groups picture and discuss what you think this picture is about. Write your thoughts on the Photo Analysis Worksheet: Part 1 on pg. ???. After you have finished your discussion, find other groups that have a picture similar to yours. Discuss as a larger group what your pictures have in common. Complete Part 2 of the Photo Analysis Worksheet.This is a unique way to get students up and moving in a meaningful way to form cooperative groups.

Making It IntegratedHow can I connect these pictures to the Enduring Understandings and GPS?Think about:Technological Innovations and Time, Change, and ContinuityDescribe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.Using different size objects, observe how force affects speed and motion; demonstrate the effect of gravitational force on the motion of an objectBalanced vs. Unbalanced forcesInformational reading and writing strategies; compare/ contrast

Your turnWorking with your big group, compare all the pictures you have.What enduring understandings and essential questions can you use to teach these pictures?What other standards besides the Social Studies can you incorporate?Use the other content standards on your table.Are your essential questions broad enough to teach more than one content?What other resources can you think of that supports this integrated lesson activity?Post your ideas on chart paper to share with the group using the next page in FG as your guide.

Think About It:At your table, answer these questions in a quick group discussion. Then, choose the most SURPRISING answer to share with the whole group. Be ready to explain why it surprised you.Why is it valuable to align essential questions from more than one content area?How is this best practice?How can it help your students?

ThePrecisionReview

What changed?On the next page of your Facilitators Guide, you have a copy of the Elementary Precision Review.Includes the original standard and the changes that were approved at the August 14, 2008 State Board of Education meeting.Approved changes will not be part of this years CRCT.However, there will be field test items bases on these changes.Please take the next 15 minutes to review and discuss the changes with your table.We will have a brief Q & A session when you are finished review the revisions.

GettingStartedUsing the Social Studies Frameworks

Out with the old. In with the NEW!!!In the days of QCCThe text book tells me what to teach.Day 1=Chapter 1=page 1Endless vocabulary lists and multiple choice or matching tests, then move on to the next chapter.NOW!!!Start with introducing concepts so students can build important schemaDesign an authentic activity/task that will demonstrate student understandingThink about trade books that will enrich the content being taught.

Where do I begin?Start with the GaDOE Curriculum Maps and Frameworks! www.georgiastandards.org

What am I going to find when I get there?As units are completed, they will continue to be posted to the website. All units will be completed and on the web in September.

Heres an example

Heres a framework

TheImportanceofUnit One

Goals for Unit OneProvide students with the schema they will need to understand later contentProvide students with a common language & set of experiences regarding upcoming materialProvide students with an organizing structure for everything they will learn throughout the year.

K-5 Suggested Enduring Understandings

Teaching Unit 1Think about all you do to teach routines and procedures at the beginning of the yearthis is unit 1!Lasts about 2 weeksIntroduces all the Enduring Understandings that will be used in Social StudiesAccesses students prior knowledgeBuilds the scaffolding needed to understand historical, geographic, government, and economic concepts.A great way to integrate reading strategies and good literature in this unit and beyond!

If Im not teaching content, what am I teaching?The Enduring Understandings youll use during the year explicitly by:Making the EUs relevant to studentsHelping see relationship of EUs to their livesGiving examplesPersonal experienceHistorical eventsCurrent events

Introducing Economics and Establishing Community in Your ClassThe Great Fuzz Frenzy by Janet Stevens and Susan Steven CrummelConnecting Theme: ScarcityEnduring Understanding: The student will understand that because people cannot have everything they want, they have to make choices.

The Great Fuzz FrenzyGive students good mentor texts that help them make connections to their lives.Engage students and activate prior knowledge by doing pre-reading activities.Discuss with students any new concepts and vocabulary that reflect why you chose the story.Scarcity, interdependence, opportunity costTie more than one EU with a story if possible.What else could we teach in this story?Integrate reading, writing, and social studies whenever possible!What is Violets next adventure going to be?What will the prairie dogs do with the tennis ball this time?

Unit One and real, live, honest-to-goodness students!As you watch these video segments, think about the following questions:How do these activities lay a foundation for the rest of the school year?What do you see Mr. Forehand doing that would work at other times of the year?How is meaningful curriculum integration demonstrated?

Introducing Distribution of Power and Establishing Routines and ProdceduresWhen Owens Mom Breathed FireBy Pija LindenbaumConnecting Theme: Distribution of PowerEnduring Understanding: The student will understand that laws and people's beliefs help decide who gets to make choices in government.ANDConnecting Theme: Rule of LawEnduring Understanding: The student will understand that laws are made to keep people safe and explain what the government can and cannot do.

Your turn!Now that youve seen an example of a lesson and watched the video, what lesson and task can you create to teach students about these Enduring Understandings?Think of the following things to include in your lesson.What will be your pre-reading activity to activate prior knowledge?What new vocabulary will you need to discuss with your students?Are there any other EUs besides these 2 that you can use with this story?What are some essential questions you could ask?How are you going to integrate reading and writing into this activity?

Now what do I do?Introduce a Concept Wall to your studentsVisual reference to help students organize their learningBulletin board, permanent marker on white board, Smart Board flipchart, interactive notebookConnecting Theme and Enduring Understandings listed at the topInclude broad essential questionsSS GPS listed under appropriate Enduring UnderstandingExamples from lessons, important vocabulary, student work, book covers

It could look like this

WHEN WE TALK ABOUT THE CONCEPT WALLSOMETIMES SEEING IS BELIEVING!

Or it could look like this!Photo courtesy of Yvette Welch, Gilmer County Schools

Making Sense of the Content

Foundations of DemocracyTeaching Greeceits not that scarySS3H1 The student will explain the political roots of our modern democracy in the United States of America.Identify the influence of Greek architecture (Parthenon, US Supreme Court building), law, and the Olympic Games on the present.Explain the ancient Athenians idea that a community should choose its own leaders.Compare and contrast Athens as a direct democracy with the United States as a representative democracy.Think

Concrete IdeasYour students can make immediate connections to these ideas! We borrow from others all the time.Engage students in an activity that discusses why we do this.We participate in the Olympics.Share background info about the ancient Games.http://www.museum.upenn.edu/new/olympics/olympicorigins.shtmlhttp://multimedia.olympic.org/pdf/en_report_658.pdfCompare ancient Olympics with modern Olympics.Why do we continue this tradition?http://multimedia.olympic.org/pdf/en_report_668.pdfhttp://teacher.scholastic.com/ACTIVITIES/athens_games/modern.htm

Concrete IdeasWe build buildings like ones from ancient AthensShow pictures of the Parthenon and US Supreme Court.What do they have in common? COLUMNS!Explore buildings in your community that have columns.What is special about these buildings, the Supreme Court, other monuments in Washington DC, and the Parthenon?Help students think about the kind of activities that would be done in these buildings.

Why is this important to students? Look within our own communities to see the influence of others.

Concrete IdeasAthens, early 1900s. University Chapel on University of Georgia campus more Vanishing Georgiahttp://dlg.galileo.usg.edu/vanga/html/vanga_homeframe_default.html

Macon, ca. 1935. City Hall, located at 511 First St., was erected in 1836 by the Monroe Railroad for use as a bank. Over the years it has been used as a warehouse, hospital, Georgia Capitol toward end of Civil War. It has been renovated several times. It has been used as the City Hall since 1860. Its architecture is Greek Revival.Sandersville, before Feb. 13, 1921. Masonic hall located on Haynes Street at the southwest corner of the square was built ca. 1855-1856. It was the only public building spared from burning by General William T. Sherman during the Civil War. About 1909 the lower floor was utilized as the public library begun by the Transylvania Club. On Feb. 13, 1921 the structure was destroyed by fire and about 7000 volumes in the library were lost, too.Identify the influence of these ideas on the present!

Athenian democracyDemokratia = people-powerCitizens of Athens were allowed to participate in government.A radical idea of the timeOfficial and jurymen were selected by lot to serve on Council of 500 or participate in AssemblyMore fair manner of representation by ordinary peopleElections were thought to be corrupted by the wealthyMembers of the Council or Assembly voted directly on lawshttp://www.bbc.co.uk/history/ancient/greeks/greekdemocracy_03.shtml Abstract Ideas

Abstract IdeasWe vote in order to make decisions about our government.Hold a mock election to make a decision about something important to the class.Everyone has an opportunity to vote which is a direct democracy.We choose our own leaders.Discuss why we cant all go to the Capitol in Washington, DC to vote on all our laws.Explain we vote on a person who has the same beliefs and ideals and are experts on what makes a good law to vote on laws for us.Because we choose someone to represent us, we are a representative democracy.

Abstract IdeasWe live in a democracy.Explain to students we have a voice in the laws our government makes by voting on the right person to represent our beliefs.Our voice is heard most in making community laws.Help students decide what to do if their chosen representative doesnt listen to their voice.Choose another representative or run for officeWe have a government that shares powers.Teach about the three branches of government.Discuss what checks and balances mean.Why do we need these?How does this protect our voice?

UnderstandingElementaryEconomics

Understanding Key VocabularyHelp students understand important economic concepts and learn a new strategy for teaching vocabulary!How would you teach the key content vocabulary for 3-5 Economics?Productive resourcesMarket economyInterdependenceTradeVoluntary exchangeOpportunity costSpecializationProductivityPrice incentive4 sectors of the economyHouseholdsPrivate businessBanksGovernment

Beers, Kylene, Robert E. Probst, and Linda Rief. Adolescent Literacy: Turning Promise into Practice. Portsmouth, NH: Heinemann, 2007. Context Plus Chart

Econ Lesson Activities!Alexander Who Used to Be Rich Last Sunday by Judith ViorstUse this story to teach students about saving, opportunity cost, voluntary exchange, and price incentives.Activity: Four CornersPlay four corners but instead of calling out numbers, students will go to a corner after choosing from one of four options. Students will keep track of their choices on a chart they take with them from corner to corner.After playing several rounds, students will return to their seats and look at the choices they made. For each choice, the student will identify two benefits for that choice and one cost (what they gave up) for that choice.

What is opportunity cost?Opportunity cost is understanding the gains of choosing one object over the cost of giving up the next best alternative.

Where should I live?Opportunity CostFirst Choice: The suburbs

Next best alternative: Downtown high rise condoBy living in the suburbs, I gain a quieter area & lower cost of living.By giving up living downtown, I lose the opportunity to have a 5 minute commute to work.First Choice:The suburbs

Next best alternative:A country manorBy living in the suburbs, it is closer to mass transit and shops I use on a regular basisBy giving up a country manor, I lose a larger piece of land.

Econ Lesson Activities!Clementine by Sara PennypackerUse this story to teach students more about opportunity cost!Activity: Picking Your PictureEvery one knows how students like to draw pictures and color.Students will have a drawing contest with themselves. After drawing a picture on each side of a sheet of paper, the student must pick which picture to hang.Once the choice has been made, students will do a quick write and explain why they picked the picture they did and how it felt to choose one picture over the other.

http://missrumphiuseffect.blogspot.com/2008/05/opportunity-cost-with-clementine.html

Excellent Economic Resourceshttp://www.kidseconbooks.com/index.htmlhttp://www.e-connections.org/http://ecedweb.unomaha.edu/lessons/lessonsK-5.cfmhttp://www.econedlink.org/lessons/index.cfmhttp://www.federalreserveeducation.org/teachers/http://www.free.ed.gov/ ***https://www.cia.gov/library/publications/the-world-factbook/index.html ***http://www.fte.org/

Using History to Teach Geography

In geography and civics, students are asked to:Identify important topographical, physical, and man-made features and explain why these are importantDescribe how physical systems affect human systemsIdentify significant locations to the life and times of historical figuresExplain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.Explain spatial patterns of economic activitiesTrace examples of travel and movement across time

Why is this considered geography and how do I do this?

Teaching Native AmericansWhen teaching Native Americans think about the following:Avoid stereotypes and trivializing sacred artifactsLike all cultures, Native Americans have beliefs common with each other, but each Native American nation is still a unique group of people.Present Native Americans in contemporary context and avoid using the past tense when referring to Native Americans. Choose literature wisely. Brother Eagle, Sister SkyGreat resource for how to teach Native Americans to your students. http://www.ericdigests.org/1996-4/native.htmhttp://www.native-languages.org/ymca.htmhttp://www.oyate.org/catalog/poster_to_do_not.html

Using Native American ArtEnduring Understanding: Culture: The student will understand that culture is how people think, act, celebrate, and make rules, and that it is what makes a group of people special.Movement/Migration: The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left.Teach poetry while teaching Native Americans.Provide some background by visiting this website:http://www.americanhistory.si.edu/kids/buffalo/hideactivity/2_frameset.htmlStudents will use images on the buffalo hide or the painting from the previous slide to write a poem about what they seeSensory images, figurative languageSimiles, metaphorsrhythm

Teaching Historical FiguresStart with character traitsIntroduce vocabularyCreate a chart that describes traitsGive examples of character traits in people important to students livesRefer to chart every time you study a historical figureIncorporate biographies and trade booksUse biographies to introduce the historical figureThink about character forming events and impact on societyEmphasize the reason historical figure is in the standardRead trade books about the historical figure and the time period to gain multiple perspectivesDiscuss differences between what is significant and what is cool

Frederick DouglassWhat was his role in the early civil rights movement?Abolitionist: How did he help others? Think about the impact of his actions.Significant locationsMaryland: Why is Maryland considered a part of the South? Character TraitsFinished teaching himself how to read.Escaped to the north and got involved with the Liberator, a newspaper against slaveryTraveled and lectured with other abolitionists throughout the North and Europe to speak out against more than just slaveryBelieved in equal rights for slaves and women

Patrick HenryHow was he a key individual in the Revolutionary War?Think about how his action help or hurt others.Significant locationVirginia most aristocratic legislatures of the coloniesWould they support a revolution?Character traitsGive me liberty or give me death!Students dont need to memorize this, but in a discussion, ask students why these words are so important.Son of Liberty??? secret group of people who wanted their voices heard

Significant location of the American RevolutionBoston, MA: locate major man-made featuresBoston Harbor One of 2 major ports in the coloniesWhat happened when it was closed?

Something to think about!

Margaret MitchellHow did her contributions add to the culture of the 1920s?Significant locationAtlanta, GeorgiaCreated a myth and romanticized the Civil WarThink about the stereotypes of Mammy and PrissyCharacter TraitsJournalist for Atlanta Journal Sunday MagazineTook about a decade to complete Gone With the WindVery popular book in spite of the Great DepressionOver 1 million copies sold in first 6 months of publicationPulitzer Prize winning story

Using Biographies: A Student ActivityWorking in small groups, look at the timeline. Pick 5 events and explain how the events you chose are significant to the life and times of the historical figure.Read the biography for your chosen figure and list a fact that describes the importance of the events you chose from the timeline. How did the historical figures actions help or hurt those around them?What beliefs led to the decisions made by the historical figures?What did we learn from the beliefs and ideals of these historical figures.Create a word map that describes how the historic figure displays positive character traits that helped reach his or her beliefs and ideals.

Dont Forget Location, location, locationTeach important vocabularyMap and globe wordsMajor physical featuresMajor man-made features

Map and globe skillsRemember to do this every day!

Think about content area readingHow to read maps

Location, location, location!The Frayer Model

Location, location, location!The Frayer ModelEssential CharacteristicsNon-essential CharacteristicsExamplesNon-examplesThe Salton Sea

Reading in the Content Area

According to Howard Gardner, the purpose of education is to enhance understanding. If students do not understand what they learn, what is the purpose of learning? I can never remember things I didnt understand in the first place. ~ Amy Tan

Source: Harvey, Stephanie. Nonfiction Matters. Maine: Stenhouse Publishers, 1998.

Challenges for Students in Social StudiesSource: Buehl, Doug. Reading and Writing Enhances Learning in All Classes. Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Regional Board. 101-126.Struggles center on wading through a wealth of factual information replete with unfamiliar names, events, and locations.

In their attempts to memorize discrete names, dates, or places students may miss why it is to their advantage to know more about a time period or how a branch of government functions.

Challenges for Students in Social StudiesSource: Buehl, Doug. Reading and Writing Enhances Learning in All Classes. Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Regional Board. 101-126.Vocabulary moves way beyond identification and into application of abstract concepts (such as revolution, states rights, culture, distribution of powers, etc.)Texts organizations present challenges:Historyproblem/solutionGeography--comparison/contrast

trying to cover mandated curriculum topics by rushing students through a textbook to prepare for the state test makes no sense. Worse, it send the message that a cursory look or quick overview is all kids need to know about history or science.

~Stephanie Harvey & Anne GoudvisStrategies That Work, 2nd EditionStrategies For Reading Social Studies Text

Knowing how to preview the textHelp students learn to determine what is important when reading non-fiction.Model for students:How do I find topics and subtopics in a chapter?In what order do I need to read this chapter? What is and isnt important for me to read?When do I quit reading this chapter?Strategies That WorkTeaching Comprehension for Understanding and EngagementHarvey & Goudvis (2007) pp. 157-159

Understanding nonfiction featuresTeach students how to sort through the text to find what is important in a chapter.Students need to know the conventions of nonfictionFonts and effects words written differently mean that this is probably importantSignal words and phrases sometimes there a powerful phrases that are put into text to make the reader stop and pay attentionin fact, most important, but, thereforeIllustrations, pictures, and graphics these can give students important background information that can help them understand the textText organizers students need to know how to use these so they dont randomly search for informationText structure knowing how a text is written will help students determine what information they should pay attention todescriptive, sequential, cause/effect, problem-solution, Q & A, compare/contrastStrategies That WorkTeaching Comprehension for Understanding and EngagementHarvey & Goudvis (2007) pp. 157-159

Meeting the Needs of All LearnersDifferentiation and Response to Intervention

Group Activity: Define differentiationIn your group define the word differentiation.Think about how you work to meet the needs of:Different learning stylesVarious ability levelsThink of your audience as a group of people who have been traveling throughout the world and have had no access to books, the internet, or television, and have never heard of this word before.Post your definition on chart paper so that everyone can see your ideas.

Essential Principles of DifferentiationGood Curriculum Comes FirstAll Tasks Should Be Respectful of the LearnerWhen in Doubt, Teach UpUse Flexible GroupingBecome an Assessment JunkieGrade for Growth --Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Planning for DifferentiationThe following questions should guide you as you plan for instruction:What do I want students to know or be able to do as a result of this learning experience?How will we judge success?What do they already know and what are they able to do?How can attention be captured and sustained?How will I grab my students attention?How will new information and skills be acquired?How will students practice or rehearse to make meaning and understanding?How will they receive ongoing feedback during and after the learning?~Gayle H. Gregory & Carolyn ChapmanDifferentiated Instructional Strategies 2nd Edition

Differentiation in PracticeHow can students learn and understand the First Amendment?Choice #1 Match a description of the freedoms with pictures students draw or from a magazineChoice #2 Work with a partner to write the first amendment in modern day languagePoem, song, rapChoice #3 Role play in a small group what the First Amendment would look likeChoice #4 - Write a story about what would happen if the First Amendment was taken away.

Become an Assessment JunkieWe dont assess reading, writing, or math development with only one assessment method.We shouldnt do it with social studies and science, either.Many classroom activities done as a group can become assessments when done independently.

Write a biopoem about either Louis Armstrong or Franklin Delano Roosevelt.Create a script for a conversation that President Roosevelt & Armstrong might have had.Create a flyer about either President Roosevelt or Louis Armstrong.Write a speech describing how both President Roosevelt & Armstrong helped our country.Create a timeline of the 4 most significant events of President Roosevelts lifeMake a list of five important facts about President Franklin Roosevelt.Make a list of five important facts about George Washington Carver.Create a timeline of the 4 most significant events of Louis Armstrongs lifeMake a T-chart to compare President Roosevelt and Louis Armstrong.Make a list of ways President Roosevelt and Louis Armstrong are alike & different.Draw a Venn diagram to compare President Roosevelt and Louis Armstrong.Write an alike & different flipbook about President Roosevelt & Louis Armstrong

Response to InterventionProcess of aligning appropriate assessment with purposeful instruction for all students.

RtI is not a program or a method for teaching reading. It is a dynamic problem-solving process in which data are integral in making decisions about what skills struggling readers lack and whether intervention instruction provided to date has been effective.

~Susan L. Hall, Implementing Response to Intervention(2008) pg. 17

Response to Intervention:The Pyramid of InterventionsFocuses on 3 questions:Are students learning?How do we know that they are learning?What are we prepared to do when they do not learn?The idea is to not wait until students have large gaps in their learning that are almost too great to overcome.Pro-active vs. re-active

Response to Intervention:Tier 1 Non-negotiablesSTANDARDS-BASED CLASSROOM LEARNING:All students participate in general education learning that includes: Universal screenings to target groups in need of specific instructional support. Implementation of the Georgia Performance Standards (GPS) through a standards based classroom structure. Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning.Progress monitoring of learning through multiple formative assessments.

Putting It All Together!Pick a group to work with and think about what reading and writing strategies you can incorporate with these resources to teach the Social Studies content.As you work, try to keep you ideas broad enough so that it can be applied to other subjects and grade-levels.Post your groups strategies on chart paper. We will share with the group when we are finished.

Lets Wrap Up!Remember, Unit 1 is the key! Connect the Social Studies curriculum to what students already know.Front end planning and instruction will pay off in the long run.Make the concept wall an integral part of your teachingit will help you and the students make connections within and between concepts.Integrate! Integrate! Integrate!Use Social Studies to teach not only nonfiction, but all aspects of literacy.Read lots of different types of books to see multiple perspectives of the content.Plan lessons that meet the needs of all different types of learners and learning styles.Any questions or comments?

Thank you very much!!!Social Studies Program Manager Dr. Bill Cranshawwcransha@doe.k12.ga.us404-651-7271Program Specialist (K-5)Marlo Mongmmong@doe.k12.ga.us 404-463-5024Teacher on Assignment (K-5)Sarah Brown sbrown@doe.k12.ga.us 404-651-7859Program Specialist (6-12)Shaun Owensowen@doe.k12.ga.usTeacher on Assignment (6-12)Sherilyn Narkersnarker@doe.k12.ga.usPlease contact anyone in the Social Studies Department with any questions you may have about Social Studies GPS.

**Rough agenda for the next two days probably is included because we will keep the sessions rather fluid. ******Dont forget Steves lesson******************This video is available at www.georgiastandards.org, under the Social Studies tab, when you click on Social Studies Videos.Think about these questions as you watch, and be ready to discuss when we finish.Also consider this as a teaching strategy for students when you show a video. While primary students might not be able to read and write the answers to a question, some sort of anticipation guide could still be given. It is rarely necessary to watch an entire video straight through without stopping to discuss. As we mentioned on Day 3 of training, students are often passive recipients of visual information, and need guidance to make sure that they are actively listening and viewing - great opportunity for teaching that portion of the ELA standards, too!*****The GADOE video on utilizing the concept wall in the classroom can be found at the following link:or by visiting www.georgiastandards.org, hovering over the social studies button, and selecting social studies videos.As you watch the video, keep in mind that not every concept wall will be the same, nor will every teacher/class use it in exactly the same way. ****Have your own Olympics!

********Use sherilyns talking points about gains vs. what your choosingdog vs. cat or dog vs. snake*This idea came from a really cool website called the Miss Rhumphius Effect. This woman is a teacher and shares lots of different ideas on a wide range of content area.

*http://www.fte.org/teachers/programs/rightstart/curriculum/index.phpLessons specific to the terms used in the standardsgood for teachers who are not as confident in economicsnot to be used with the students.

*****Paul Revere****Can be used in government activities too!*http://www.saltonsea.ca.gov/about/about.htm******Five Essential Components of ComprehensionTeacher ModelingExplains the strategyModels how to effectively use the strategyThinks aloud when reading to show thinking and strategy useGuided PracticePurposefully guides a large-group conversation that engages students in a focused discussion that follows a line of thinking.Teacher and students practice the strategy together in a shared reading context reasoning through the text and co-constructing meaning through discussion.Scaffolds the students attempts and supports their thinking, giving specific feedback and making sure students understand the task.Collaborative PracticeStudents share their thinking processes with each other during paired reading and small group conversations.Moves from group to group assessing and responding to students needs.Independent PracticeAfter working with the teacher and with other students, the students try practicing the strategy on their own.The students receive regular feedback from the teacher and other students.Application of the Strategy in Authentic Reading SituationsStudents use the strategy in authentic reading situations. Students use the strategy in a variety of different genres, settings, contents, and disciplines (Fielding and Pearson, 1994; adapted by Harvey and Goudvis in 2005a) *Chronological order, or the presentation of actions or events in the order in which they actually occurred or should be performed Comparison and contrast, or the presentation of similarities and differences between two or more people, places, or things Cause and effect, or the presentation of interactions between at least two actions or eventsone of them a cause, or reason, and the other an effect, or result

Five Essential Components of ComprehensionTeacher ModelingExplains the strategyModels how to effectively use the strategyThinks aloud when reading to show thinking and strategy useGuided PracticePurposefully guides a large-group conversation that engages students in a focused discussion that follows a line of thinking.Teacher and students practice the strategy together in a shared reading context reasoning through the text and co-constructing meaning through discussion.Scaffolds the students attempts and supports their thinking, giving specific feedback and making sure students understand the task.Collaborative PracticeStudents share their thinking processes with each other during paired reading and small group conversations.Moves from group to group assessing and responding to students needs.Independent PracticeAfter working with the teacher and with other students, the students try practicing the strategy on their own.The students receive regular feedback from the teacher and other students.Application of the Strategy in Authentic Reading SituationsStudents use the strategy in authentic reading situations. Students use the strategy in a variety of different genres, settings, contents, and disciplines (Fielding and Pearson, 1994; adapted by Harvey and Goudvis in 2005a) *****Common ideas:Cooperative groupsProjectsCenters

*On the next page of your facilitators guide is a choice board. While this technique is often used with older students for assessment purposes, it can also be done with younger students they simply might need some help reading the choices!One basic choice board could be used for all of the historical figures if enough reading/writing tasks are included, students will self-differentiate as their literacy skills grow and develop and blossom.Think about a choice board you could create for your classroom then take 15 minutes and create one!*This sample choice board could easily be adapted for later in the school year or for another grade level.Students would be instructed to choose a given number of items from the board some students might be required to do one or two items in particular, while others would be given free reign.*Response to Intervention and The Georgia Student Achievement Pyramid of Interventions are the same concept. GAs pyramid is the implementation graphic for RTI.

Based in the regular education classroom where teachers routinely implement a strong and rigorous standards-based learning environment.

(Note implementation of standards-based instruction is CRITICAL for high student achievement and RTI and Pyramid of Interventions)

It is important to know about the elements of a standards based classroom. (Pass out High Impact Practices Rubric from the Keys to Quality.)The Georgia Performance Standards are utilized as the curriculum in the school (based on the phase-in plan), and there is a shared understanding of the standards. Standards are accessible to all students.Teachers sequence the lesson or their instruction in a logical, predictable manner referencing standards throughout.A variety of delivery modes are incorporated into instruction to ensure that all students have access to and meet standards.Students are expected to meet the same standards and instruction is differentiated by content, process, and/or product.Examples of student work are displayed for student use. Benchmarks are provided to gauge progress over time.Exemplars are provided to exemplify the standards.Student performance tasks require students to show progress toward meeting the standard(s)/element(s).Students receive feedback through written or verbal commentary aligned with the standards that results in revision of work, if needed.Student work reflects understanding of the Georgia Performance Standards.

Tiered approach to providing layers of intervention to students needing support.Systematically progress monitoring the students response to the intervention.Adjusting instruction and interventions appropriately based on student response.

*The look of this pyramid reflects the RTI core foundation: Strong Tier 1 standards-based classroom instruction for all studentsStudents needing additional interventions are supported in addition to Tier 1 instructionAll students are in Tier 1 and few numbers require intervention in Tiers 2-4

RTI is the process of aligning appropriate assessment with purposeful instruction for all students. Based in the regular education classroom where teachers routinely implement a strong and rigorous standards based learning environment. Tiered approach to providing layers of intervention to students needing support, systematically progress monitoring the students response to the intervention, and adjusting instruction and interventions appropriately based on student response

Supporting all students occurs within general classroom instruction.

One measure of the effectiveness of a Tier 2 intervention is based on the transfer of learning and skills to general classroom performance in Tier 1.

**This problem solving process occurs at all levels of the pyramid.Tier 3 specifically uses this process to design SST driven instruction.Particular attention is needed to the question Why is this happening?. A deep focus on determining if the learning concerns are:Curriculum IssuesAre the GPS being taught? Instructional IssuesStudent IssuesAfter considering 1 and 2, then the third option is considered for a few students.

*Most Importantly teach the Georgia Performance Standards.

Uniervsal Screening Universal Screening is a general outcome measure used to identify underperforming students and to determine the rate of increase for the district, school, classroom and student in reading and math. A Universal Screening will not identify why students are underperforming, rather it will identify which student is not at the expected performance criteria for a given grade level in reading and math. Additional Detective Work (assessments) should be used to help teachers identify specific target areas to address in the Tier 1 classroom to support content mastery.All content area teachers need to know how students are performing in reading and math in order to provide appropriate support for content area implementation.

Progress Monitoring In the Tier 1 classroom, know student master of concepts at any given time.Frequent formative assessments used by all teachersCommon assessments created and used by grade levels and content areasData from all assessments used to drive instructional practices. This is what I know about my students understanding today, what will I do tomorrow?

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